Sarde Book Reading: Pictures or Words? The use of illustrated books with and without text and the relationship with oral comprehension and vocabulary
This study is a quasi-experimental intervention that investigated whether the use of illustrated books with and without text during shared reading sessions affects the development of oral comprehension and vocabulary in children from a public school in Maricá. Shared reading is a broad term that ref...
| Autores: | , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2025 |
| País: | Brasil |
| Institución: | Universidade de Santa Cruz do Sul (UNISC) |
| Repositorio: | Signo (Santa Cruz do Sul. Online) |
| Idioma: | portugués |
| OAI Identifier: | oai:ojs.online.unisc.br:article/20459 |
| Acceso en línea: | https://seer.unisc.br/index.php/signo/article/view/20459 |
| Access Level: | acceso abierto |
| Palabra clave: | Shared reading Oral comprehension Vocabulary Illustrated books Leitura compartilhada compreensão oral vocabulário livros ilustrados |
| Sumario: | This study is a quasi-experimental intervention that investigated whether the use of illustrated books with and without text during shared reading sessions affects the development of oral comprehension and vocabulary in children from a public school in Maricá. Shared reading is a broad term that refers to the practice of sharing or reading a book with a child (MARTINS et al., 2024). The participants were 38 children in their final year of early childhood education, divided into two intervention groups: one with books containing text and another with books without text, along with a control group that did not receive any intervention. Each group participated in 16 shared reading sessions.The results showed a significant increase in oral comprehension and vocabulary scores, especially in the group that used books without text (Group II). Additionally, the interaction between time (pre- and post-tests) and group was significant for both vocabulary scores (p = 0.018, ω² = 0.041; small effect) and comprehension scores (p = 0.042, ω² = 0.023; small effect), indicating that this practice could be an important tool for developing oral language and vocabulary skills. |
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